r CCL Papers

| In Press | | In Progress | | 2020 | | 2019 | | 2018 | | 2017 | | 2016 | | 2015 | | 2014 | | 2013 | | 2012 |

 

| 2011 | | 2010 | | 2009 | | 2008 | | 2007 | | 2006 | | 2005 | | 2004 | | 2003 | | 2002 |

 

| 2001 | | 2000 | | 1999 | | 1998 | | 1997 and earlier |




In Press


In Progress



2020


  • Abrahamson, D., & Abdu, R. (2020, April). Who constructs constraints? An ecological-dynamics comparison of two DME design rationales. Paper presented at the annual meeting of the American Educational Research Association (SIG Learning Sciences), San Francisco, April 17–21


  • Abrahamson, D., Zolkower, B., & Stone, E. (2020). Reinventing RME at Berkeley: Emergence and development of a course for pre-service teachers. In M. van den Heuvel-Panhuizen, P. Drijvers, M. Doorman, & M. van Zanten (Eds.), Reflections from abroad on the Netherlands didactic tradition in mathematics education (255–277). Berlin: Springer International.


  • Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Code-first learning environments for science education: a design experiment on kinetic molecular theory. Proceedings of the Constructionism 2020 Conference. Dublin, Ireland.


  • Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Phenomenological Programming: a novel approach to designing domain specific programming environments for science learning. Proceedings of the ACM Interaction Design and Children (IDC) conference. London, United Kingdom.


  • Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Putting the Taxonomy into Practice: Investigating Students’ Learning of Chemistry with Integrated Computational Thinking Activities. Paper accepted for presentation at the American Education Research Association (AERA) Conference. San Francisco, CA.


  • Brady, C., Stroup, W. M., Petrosino, A. & Wilensky, U. J. (2020) Amplifying the Restructuration Potential of Agent-Based Modeling Through Group-Based Activity Structures. AERA Annual Meeting San Francisco, CA http://tinyurl.com/szuaxl3 (Conference Canceled)


  • Chen, J. & Wilensky, U. (2020). NetLogo Mobile: An Agent-Based Modeling Platform and Community for Learners, Teachers, and Researchers. Proceedings of the International Conference for the Learning Sciences (ICLS 2020), Nashville, USA: ISLS.


  • Chen, R. S. Y., Ninh, A., Yu, B., & Abrahamson, D. (2020). Being in touch with the core of social interaction: Embodied design for the nonverbal. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences. Proceedings of the 14th meeting of the International Society of the Learning Sciences (ICLS 2020) (Vol. 3, pp. 1681–1684). International Society of the Learning Sciences.


  • Dabholkar, S., Peel, A, Anton, G., Horn, M. & Wilensky, U. (2020). Analysis of teachers’ involvement in co-design and implementation of CT (Computational Thinking) integrated biology units. Paper accepted for presentation at the American Education Research Association (AERA) Conference, San Francisco, CA, USA.


  • Dabholkar, S. & Wilensky, U. (2020). Designing computational models as emergent systems microworlds to support learning of scientific inquiry. Proceedings of EpiSTEME8 ⁠International Conference to review research in Science, Technology and Mathematics Education, Mumbai, India.


  • Dabholkar, S., Arastoopour Irgens, G., Horn, M., & Wilensky, U. (2020). Students’ epistemic connections between science inquiry practices and disciplinary ideas in a computational science unit. Proceedings of the International Conference for the Learning Sciences (ICLS 2020), Nashville, USA: ISLS.


  • Hjorth, A., Head, B., Brady, C. & Wilensky, U. (2020). LevelSpace – a NetLogo Extension for Multi-Level Agent-Based Modeling. Journal of Artificial Societies and Social Simulation, Journal of Artificial Societies and Social Simulation, vol. 23(1), pages 1-4.


  • Kelter, J. Z., Emery, J. D., & Wilensky, U. (2020). Learning About Diffusion at Two Levels: Micro-scale-computational to macro-scale-analytical. American Society of Engineering Education.


  • Kelter, J. Z., Peel, A., Bain, C., Anton, G., Dabholkar, S., Aslan, Ü., Horn, M., & Wilensky, U. (2020). Seeds of (r)Evolution: Constructionist Co-Design with High School Science Teachers. Constructionism 2020.


  • Kelter, J., Peel, A., Anton, G., Bain, C., Horn, M., & Wilensky, U. (2020). Constructionist Co-Design with High School Science Teachers. Paper submitted to the Constructionism 2019 Conference, Dublin, Ireland.


  • Martin, K., Bain, C., Swanson, H., Horn, M., & Wilensky, U. (2020). Building Blocks: Designing scientific, domain-specific block-based modeling environments. ICLS, Nashville, TN.


  • Martin, K., Horn, M., & Wilensky, U. (2020). Constructivist Dialogue Mapping of learning in Museums and Informal Spaces. Paper Accepted to the Journal of Education Informatics, Vilnius, Lithuania.


  • Martin, K., Horn, M., & Wilensky, U. (in press). Constructivist Dialogue Mapping Analysis of Ant Adaptation. Informatics in Education, 18(1).


  • Martin, K., & Sengupta, P. (2020). Multi-Agent Simulations of Intra-colony Violence in Ants. Proceedings of the International Conference of Complex Systems.


  • Peel, A., Dabholkar, S., Anton, G., Wu, S., Wilensky, U., & Horn, M. ( 2020). A Case Study of Teacher Professional Growth Through Co-design and Implementation of Computationally Enriched Biology Units. Paper submitted the International Conference of the Learning Sciences (ICLS) 2020, Nashville, TN.


  • Peel, A., Dabholkar, S., Anton, G., Horn, M., & Wilensky, U. (2020, January). Teachers’ professional growth through co-design and implementation of computational thinking (CT) integrated biology units. Submitted to the Annual Meeting of the Association of Science Teacher Education (ASTE) 2019. San Antonio, TX.


  • Rosenbaum, L. F., Kaur, J., & Abrahamson, D. (2020). Shaping perception: Designing for participatory facilitation of collaborative geometry. In R. Nemirovsky & S. Soury-Lavergne (Eds.), “On the intertwined contributions of physical and digital tools for the teaching and learning of mathematics” [Special issue]. Digital Experiences in Mathematics Education. 10.1007/s40751-020-00068-2


  • Swanson, H., Martin, K., Sherin, B., Wilensky, U. (2020). Characterizing student theory building in the context of block-based agent-based modeling microworlds. Proceedings of the 14th International Conference of the Learning Sciences. Nashville, Tennessee: International Society of the Learning Sciences.


  • Thompson, J., Wu, S.P.W., Mills, J., Horn, M.S., & Wilensky, U. (2020). The use of programming software in a secondary mathematics classes. Proceedings of 2020 ASEE Annual Conference. Montreal, Canada.


  • Wilensky, U. (2020) Further Developments in Restructuration Theory. In S.T.Levy & P.Sengupta (symposium chairs), Restructuring Concepts and Tools through a Complexity Perspective. Paper presented at the annual meeting of the American Educational Research Association (AERA) conference, San Francisco, USA, April 2020.


  • Wilensky, U. J. (2020) New Developments in Restructuration Theory and Understanding Complex Systems Through Agent-Based Restructurations. AERA Annual Meeting San Francisco, CA http://tinyurl.com/rvb86xr (Conference Canceled)


  • Wu, S.P.W., Anton, G, Bain, C, Peel, A.M., Horn, M.S. & Wilensky, U. (2020). Engage Teachers as Active Co-Designers to Integrate Computational Thinking in STEM Classes.Presented at NARST Annual International Conference (NARST 2020), Portland, Oregon.


  • Wu, S. P. W., Peel, A. M., Bain, C., Anton, G., Horn, M. S. & Wilensky, U. (2020). Workshops and co-design can help teachers integrate computational thinking into their K-12 STEM classes. Proceedings of CTE2020. Hong Kong, China.


  • 2019


  • Abrahamson, D. (2019). A new world: Educational research on the sensorimotor roots of mathematical reasoning. In A. Shvarts (Ed.), Proceedings of the annual meeting of the Russian chapter of the International Group for the Psychology of Mathematics Education (PME) & Yandex (pp. 48–68). Moscow: Yandex.


  • Abrahamson, D., Flood, V. J., Miele, J. A., & Siu, Y.-T. (2019). Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: The case of visually impaired mathematics students. ZDM Mathematics Education, 51(2), 291-303. doi:10.1007/s11858-018-0998-1


  • Abrahamson, D., & Shulman, A. (2019). Co-constructing movement in mathematics and dance: An interdisciplinary pedagogical dialogue on subjectivity and awareness. Feldenkrais Research Journal, 6, 1-24. Retrieved from


  • Arastoopour Irgens, G., Chandra, S., Dabholkar, S., Horn, M., & Wilensky, U. (2019). Classifying Emergent Student Learning in a High School Computational Chemistry Unit. Paper presented at the American Education Research Association (AERA) Conference. Toronto, CA


  • Arastoopour Irgens, G., Dabholkar, S., Bain, C., Woods, P., Hall, K., Swanson, H., Horn, M., & Wilensky, U. (2019). Modeling and Measuring Students' Computational Thinking Practices in Science. Journal of Science Education and Technology.


  • Aslan, U., Anton, G., & Wilensky, U. (2019). Bringing Powerful Ideas to Middle School Students' Lives Through Agent-Based Modeling.a Paper presented at the Annual Meeting of the American Educational Research Association (AERA) 2019. Toronto, CA


  • Anton, G. & Wilensky, U. (2019). One size fits all: Designing for socialization in physical computing. In Proceedings of the 50th ACM technical symposium on computer science education (pp. 825 - 831). ACM


  • Bain, C. & Wilensky U. (2019). Sorting Out Algorithms: Learning about Complexity through Participatory Simulations. Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE '19), February 27-March 2, 2019, Minneapolis, MN, USA.


  • Dabholkar, S. & Wilensky, U. (2019). Designing ESM-mediated collaborative activity systems for science learning. Proceedings of International Conference of Computer Supported Collaborative Learning 2019, Lyon, France.


  • Dabholkar, S., Wilensky, U., & Horn, M. (2019) Supporting a teacher’s integration of Computational Thinking (CT) in a biology class by co-designing an ESM- (Emergent Systems Microworlds) based curricular unit. Poster presented at Inaugural symposium on Computer Science and Learning Science, Evanston, USA


  • Dabholkar, S. (2019) Designing Emergent Systems Microworlds to learn computational thinking in the context of synthetic biology. Poster presented at Learn.Design.Compute with Bio 2019, Philadelphia, USA


  • Dabholkar, S. (2019). Agent-based computational models to study and teach evolution. A poster presented at ISEB1, First Conference of Indian Society of Evolutionary Biologists.


  • Dabholkar, S., Swanson, H., & Wilensky, U. (2019). Epistemic considerations for modeling: Understanding the usefulness and limitations of models with Emergent Systems Microworlds. In a Related Paper Set, Using Technology to Promote Students’ Modeling Practice and Complex Systems Thinking. The Annual Meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD, USA.


  • Guo, Y. & Wilensky, U. (2019). Changing High School Students’ Perceptions of Wealth Inequality in the U.S. through Agent-based Participatory Simulations. Poster presented at the annual meeting of the American Educational Research Association (Special Interest Group: Learning Sciences), Toronto, Canada, April 5-9.


  • Gurkan, C., Rasmussen, L. & Wilensky, U. (2019). Effects of Visual Sensory Range on the Emergence of Cognition in Early Terrestrial Vertebrates: An Agent-Based Modeling Approach. The 2019 Conference on Artificial Life, Newcastle upon Tyne, UK. No. 31, 475-476.


  • Hjorth, A. & Wilensky, U. (2019). Urban Planning-in-Pieces: A Computational Approach to Understanding Conceptual Change and Causal Reasoning about Urban Planning "Constructivist Foundations"


  • Holbert, N., & Wilensky, U. (2019). Designing Educational Video Games to Be Objects-to-Think-With. Journal of the Learning Sciences, 28(1), 32–72. https://doi.org/10.1080/10508406.2018.1487302 .


  • Martin, K., Horn, M., & Wilensky, U. (2019). Emergent Schema Learning in Short Museum Interactions. Paper Accepted to the Journal of Education Informatics, Vilnius, Lithuania.


  • MARTIN, K., HORN, M., & WILENSKY, U. (2019). Prevalence of Direct and Emergent Schema and Change after Play. Informatics in Education, 18(1), 183-212.


  • Martin (2019) Future Visions for the study of Group Learning with Complex Systems Models: The role of multimodal data in group learning analysis. Computer Supported Collaborative Learning, Lyon, France.


  • Martin, K., Wang, E. Q., Bain, C., & Worsley, M. (2019). Analyzing Affective States Alongside Qualitative Analysis. Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19).


  • Martin, K. (2019). Changing Minds: Short intervention to shift process schemas. Learning Sciences + Computer Science Symposium. Northwestern University, Evanston, Illinois.


  • Martin, K., Wang, E. Q., Bain, C., & Worsley, M. (2019, October). Computationally Augmented Ethnography: Emotion Tracking and Learning in Museum Games. In International Conference on Quantitative Ethnography (pp. 141-153). Springer, Cham.


  • McNulty, M., Smith, J.D., Villamar, J., Burnett-Zeigler, I., Vermeer, W., Benbow, N., Gallo, C., Wilensky, U., Hjorth, A., Mustanski, B., Schneider, C. & Brown, H. (2019). Implementation Research Methodologies for Achieving Scientific Equity and Health Equity. Ethnicity & Disease, 29(1), 83-92

  • Peel, A., Dabholkar, S., Anton, G., Horn, M., & Wilensky, U. (2019) Teachers’ professional growth through co-design and implementation of computational thinking (CT) integrated biology units. Annual Meeting of the Association of Science Teacher Education (ASTE) 2019. San Antonio, TX.

  • Peel, A., Dabholkar, S., Granito, T. (2019) Teaching Experimental Design with Computational Thinking. Poster presented at the National Association of Biology Teachers (NABT). 2019 November 14-17; Chicago, IL.

  • Petrosino, A. J., Sherard, M. K., Harron, J. R., Brady, C. E., Stroup, W. M., & Wilensky, U. J. (April, 2019). Developing preservice teachers’ conceptualization of models and simulations through group-based cloud computing. Poster presented at the American Education Research Association Annual Meeting, Toronto, Canada


  • Shvarts, A., & Abrahamson, D. (2019). Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/learning collaboration in an embodied-interaction technological tutorial for mathematics. Learning, Culture, and Social Interaction, 22, 100316. https://doi.org/10.1016/j.lcsi.2019.05.003


  • Swanson H., Anton G., Bain C., Horn M., Wilensky U. (2019) Introducing and Assessing Computational Thinking in the Secondary Science Classroom. In: Kong SC., Abelson H. (eds) Computational Thinking Education. Springer, Singapore​


  • Swanson, H., & Wilensky, U. (2019, August). Engaging students in theory building in the science classroom. Poster to be presented at the biennial conference of the European Association for Research on Learning and Instruction, Aachen, Germany.


  • Weintrop, D., & Wilensky, U. (2019). Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms. Computers & Education, 142.


  • Weintrop, D., Bau, D., & Wilensky, U. (2019). The Cloud is the Limit: Programming on the Web, With the Web. International Journal of Child-Computer Interaction, 20, 1-8.


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    Earlier work described in my thesis (and several previous papers) forms the theoretical backdrop for this project: